Where possible teaching in English should link to the wider curriculum where pupils can build vocabulary to enrich their writing. From the start pupils should all edit and improve their writing, beginning with reading back simple words or sentences to developing more complex editing strategies throughout the different year groups. Length of teaching units should be determined by the class teacher according to the needs of the class. | |||
Year FOUR | Autumn Term | Spring Term | Summer Term |
Poetry | The Lost Lost Property Office
Outcomes: List poems based on lost things by Roger McGough and Michael Rosen are used as models for comparison, writing and performance | Windrush Child
Outcomes: With links to the Caribbean and leaving home, Windrush Child by John Agard is the focus with an outcome of a free verse, narrative poem | Look Closely Outcomes: Various examples of Haiku are explored and written before being joined together with those of others to make a series of linked nature themed ‘renga’. |
Narrative | Gorilla by Anthony Browne Outcome: Fiction: fantasy story
Leon and the place between by Graham Baker-Smith Outcome: Recount /diary | Escape From Pompeii by Christina Balit Outcome: Fiction: historical narrative from character’s point of view
When the Giant stirred by Celia Godkin Outcome: Fiction: adventure story from POV of the boy | Where the Forest Meets the Sea by Jeannie Baker & Rainforests in 30 Seconds by Jen Green Outcome: Information board for a rainforest exhibition Blue John by Berlie Doherty Clockwork by Phillip Pullman Outcome: Letters Explanation – about cave formation for 2/3 days |
Non-Fiction | Report Outcome: Write own report independently based on notes gathered from several sources. | Persuasion Outcome: Assemble sequence points in order to plan the presentation of a point of view, using graphs, images, visual aids to make the view more convincing. | Discussion Outcome: Consider different sides of an argument and form evidence for a debate. Further develop by writing a letter which presents both sides of the argument and a summary of your main points. Explanation Outcome: Create a flow chart to explain how an invention works; use the notes to write an explanation using an impersonal style. |
Enrichment | All books/texts/excerpts used will be selected to enrich language. Classrooms will be language rich environments and staff will promote a love of reading and writing. Teachers are encouraged to immerse the children in language through Talk4Writing, book battles, poetry for performance, debate etc….. Teachers may choose one text to delve deeper into to enrich understanding and love for books at any point during the term. Pupils should be encouraged to write and read for pleasure and this should be celebrated.
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